The integration of content areas is not a new concept (Moyer, 2000). Integration is promoted by many teacher educators because of its benefits for learners of all ages and backgrounds (Burns, 2005; Douville, Pugalee, & Wallace, 2003; Pica, 2002). Literacy in general, but reading in particular, is important across the content areas. Mathematics teachers who integrate literature into mathematics recognize that mathematical understanding involves reading and writing. Conversely, mathematical reasoning and problem solving can be found in authentic reading and writing materials (Moyer, 2000). Despite the many benefits of cross-content integration, there exists a great "need for professional development that assists teachers in changing their conceptual perspectives to integration while also building pedagogical knowledge related to integration of science, mathematics, and literacy" (Douville et al., 2003, p. 388). There are numerous opportunities to expound upon and investigate mathematical knowledge and understanding through reading and writing. The challenge is to prepare mathematics teachers to integrate mathematics and literacy in a way that not only promotes students' understandings and appreciation of reading and writing but also deepens mathematical conceptualization.